Informal Environmental Regulation and Corporate ESG Inconsistency: Evidence From China
by Runze Yang, Yusong Wang, Doudou Chen, Khaldoon Albitar
by Runze Yang, Yusong Wang, Doudou Chen, Khaldoon Albitar
by Spyridon Tegos
by Chris Cousens, Mihaela Popa‐Wyatt
by Yujie Hu Xiaohong Qiu a School of Software Engineering, Jiangxi University of Science and Technology, Nanchang, Chinab Nanchang Key Laboratory of Virtual Digital Engineering and Cultural Communication, Jiangxi University of Science and Technology, Nanchang, China
by Soon Jeon Kang
by Fumitaka Kondo
by Pablo Genazzano
by Xu Mingbo
by Antonio Calcagno
by Stephen T. Homer
by Mengxuan Sun Jie Ma Huishan Wang Ziming Fan Junjie Wen Tong Nie School of Electronics and Information Engineering, Hebei University of Technology, Tianjin, China
by Henri‐Corto Stoeklé, Romane Lasterie, Christian Hervé
by Courtney McMahon
by Abdelaziz Fourati
by Luke Elson, Brad Hooker
by Gábor Gángó a Institute of Philosophy, ELTE Research Centre for the Humanities, Budapest, Hungaryb Max Weber Centre for Advanced Cultural and Social Studies, University of Erfurt, Erfurt, Germany
by Xu Wang Department of Special Education, College of Education, Inner Mongolia Normal University, Hohhot, ChinaXu Wang is a Lecturer in the Department of Special Education, College of Education, Inner Mongolia Normal University, Hohhot, China. He completed his doctoral degree in Educational Principles at Harbin Normal University in 2025. His research interests include inclusive education policy, special education teacher professional development, and qualitative research methodologies. His scholarly work focuses on advancing understanding of moral and social development among children with disabilities within inclusive educational settings.
by Dylan Chng School of Literature, Languages and Linguistics, Australian National University, Canberra, Australia
by Victoria T. Fields West Chester University
by Eric O. Springsted
by Ignasi Gil Departamento de Lógica y Filosofía Teórica, Universidad Complutense de Madrid, Madrid, Spain
by Josefa Ros Velasco Department of Philosophy and Society, Faculty of Philosophy, Complutense University of Madrid, Madrid, Spain
by Dainius Genys Educational Research Institute, Vytautas Magnus University, Kaunas, LithuaniaDainius Genys Sociologist—is a senior researcher at the Educational Research Institute at Vytautas Magnus University (Kaunas, Lithuania). His research interests, among others, include democratization processes and civic education research as well as higher education discourse analysis. In his work, Dainius is focusing on civic education models, discourses and practices, as well as practices in educational methods in practices. He took part in many research projects dedicated to the creation of innovative research methodologies and its implementation (interdisciplinary, cross national, comparative, monitoring and etc.) as well as capacity building initiatives (i.e., Young change makers dinners, Democratic laboratory and etc.). The author is currently conducting research on the dynamics of civic education and its implementation efficiency at different settings. His particular approach is often based on sociological imagination and interdisciplinary methodology and critical discourse analysis. He is a member of the Lithuanian Sociological Association, the European Sociological Association, the Advancement of the Baltic Studies Association (AABS) and other organizations.
by Robert E. Carbonneau
by Davin Nabizadeh David I. Walker Hyemin Han Qin Zhu a Human-Centered Intelligent Systems Initiative, School of Library and Information Studies, The University of Alabama, Tuscaloosa, AL, USAb Department of Educational Studies in Psychology, Research Methodology, and Counseling, The University of Alabama, Tuscaloosa, AL, USADavin Nabizadeh is a Postdoctoral Fellow in the Human-Centered Intelligent Systems Initiative, School of Library and Information Studies, at The University of Alabama. Davin is an AI ethics researcher working at the intersection of moral psychology, artificial intelligence, and education. Davin’s research asks how AI systems reason about right and wrong, and where their moral judgments converge with or diverge from human. His emerging work examines how AI agents built on different ethical architectures make decisions in high-stakes situations.David I. Walker is a professor in the Department of Educational Studies in Psychology, Research Methodology, and Counseling at The University of Alabama. He is also Director of the Center for the Study of Ethical Development. Dr. Walker’s research focuses on moral and character development and education.Hyemin Han is a professor of Educational Psychology in the Department of Educational Studies in Psychology, Research Methodology, and Counseling at The University of Alabama. His research interests include moral development, moral education, social neuroscience, and computational modeling.Qin Zhu is an Associate Professor in the School of Library and Information Studies at The University of Alabama and Director of the Human-Centered Intelligent Systems Initiative Lab. His research examines how culture shapes the formation of socially responsible engineers, the ethical design and use of emerging technologies, and approaches to teaching responsible AI and robot literacy in K–12 education.
by Margaret W. Logan Patricia A. Alexander Joel Chan a Department of Human Development and Quantitative Methods, College of Information, University of Marylandb Department of Computer Science, College of Information, University of Maryland
by Jennifer Flynn
by Keith Dowding, Adriano Giuliani
by Michael Hemmingsen
by Toby Rollo
by Emrah Yücesan
by Eugen Fischer, Dimitra Lazaridou‐Chatzigoga, Kate Hazel Stanton, Nina Haket, Paul E. Engelhardt
by Taryn Knox Department of Bioethics, Faculty of Medicine, University of Otago, Otago, New Zealand
by Eric N. Gilbertson Department of Philosophy, Texas State University, San Marcos, Texas, USA
by Kaleigh Pennock Braeden McKenzie Department of Recreation and Leisure Studies, Faculty of Health, University of Waterloo, Waterloo, ON, Canada
by Peg Brand Weiser Edward Weiser Philosophy, University of Oregon, Eugene, OR, USA
by Søren Holm a Centre for Social Ethics and Policy, Department of Law, School of Social Sciences, University of Manchester, Manchester, UKb Center for Medical Ethics, HELSAM, Faculty of Medicine, University of Oslo, Oslo, Norway
by Sarah C. Malanowski Nicholas R. Baima Philosophy, Florida Atlantic University, Boca Raton, FL, USA
by Frederic Gilbert Jake Morrill Ethics Lab, School of Humanities and Social Sciences, University of Tasmania, Tasmania, Australia
by Pam R. Sailors Philosophy, Missouri State University, Springfield, MO, USA
by Nicholas Dixon Philosophy, Alma College, Alma, MI, USA
by Matthew. P. Shaw Department of Sport, Food and Natural Sciences, Western Norway University of Applied Sciences - Campus Sogndal, Sogndal, Norway
by Jeffrey S. Brooks Department of Kinesiology, Brock University, St Catharines, Canada
by Patrick Findler Department of Philosophy, Kwantlen Polytechnic University, Surrey, BC, Canada
by Daniel Goldberg Department of Family Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado, USA
by Justin Joseph G. Badion School of Humanities, Ateneo de Manila University, Quezon City, Philippines
by Leonhard Schneider
by Christopher R. Matthews Jack Hardwicke School of Science and Technology, Nottingham Trent University, Nottingham, UKChristopher R. Matthews is a social scientist and epistemologist with years of experience advising doctoral candidates. His latest sole-authored book, Doing Good Social Science, was published by Routledge in April 2025. He co-edited Teaching with Sociological Imagination in Higher Education (Springer) and Global Perspectives on Women in Combat Sports (Palgrave Macmillan). He is currently leading the editorial team for The Routledge Handbook of Sport, Concussion and Brain Injuries while also preparing the manuscript for his next book, The Act of Social Theory. More information about his various contributions to academia is available here: url https://www.immersiveresearch.co.uk/urlJack Hardwicke is an academic focused on morality, theory and methods across the social sciences and humanities. His research background is eclectic but coheres around a shared moral foundation of trying to make the world a better place. He is an advocate for value-driven, hopeful, creative and caring scholarship.
by Shannon Mussett
by Yangyang Tian Yangtao Liu Caifeng Wang Zhongqing Jiang a School of Psychology, Shanxi Normal University, Taiyuan, People’s Republic of Chinab School of Psychology, Liaoning Normal University, Dalian, People’s Republic of Chinac School of Educational Science, Hengyang Normal University, Hengyang, People’s Republic of China
by Marc Alspector-Kelly
by Łukasz Mazurkiewicz, Marcin Michalski, Szymon Żeberski
by Christophe Gaudin
by Monica Adami
by Jerry M. Calton
by Efe Basturk
by Svetlana Vladimirovna Khoruzhaya Anton Vladimirovich Sukhoverkhov Roman Konstantinovich Kuznetsov a Department of History and Political Science, Kuban State Agrarian University Named After I.T. Trubilin, Krasnodar, Russiab Department of Philosophy, Kuban State Agrarian University Named After I.T. Trubilin, Krasnodar, Russiac Institute for Digital Economy and Innovation, Kuban State Agrarian University Named After I.T. Trubilin, Krasnodar, Russia
by Jakob Elster Gry Oftedal Anders Strand a Norwegian Centre for Human Rights, University of Oslo, Oslo, Norwayb Department of Philosophy, Classics, History of Art and Ideas, University of Oslo, Oslo, Norwayc Centre for the Study of Professions (SPS), Oslo Metropolitan University, Oslo, Norway
by Britta Clark
by Gideon Frey
by Thierry Ngosso, Dominic Roser
by Anne‐Marie Søndergaard Christensen
by Mahyar Moradi
by Alyssa Lowery
by Julian Lee-Sursin
by Laura Mueller
by Luke Hillman
by Susan V. H. Castro
by Cheryl Abbate
by Dave Beisecker
by Elizabeth Butterfield
by Jennifer Baker
by Sarah Woolwine
by Justin Bell
by Dale Murray
by Alastair Norcross
by Guy Crain
by Deborah K. Heikes
by Samantha D. Whitehorn
by Jerry Green
by Haley S. Artis
by Vanessa Bentley
by Robyn Gaier
by R. Austin Kippes
by Dan Larkin
by Elisabetta Lalumera a Department for Life Quality Studies, University of Bologna, Rimini, Italyb Department of Philosophy, University of Johannesburg, Johannesburg, South Africa
by Rada Iveković Independent Researcher
by Chong‐Yu Chen
by Cansu Kaymal Department of Political Science and Public Administration, Kocaeli University, Kocaeli, Türkiye
by Evan F. Kuehn North Park University
by Matteo Bortolini a Institute for Advanced Study, Princeton, NJ 2026/2027b University of Padua, Italy
by Chongzhe Cao Shucong Liu Hongjun Wang a College of Mechanical and Electrical Engineering, Beijing Information Science & Technology University, Beijing, Chinab High-End Equipment Intelligent Perception and Control Beijing International Science Cooperation Base, Beijing, China
by Laurence Carassus, Massinissa Ferhoune
by Xiaona Wang Centre for the Study of the Renaissance, University of Warwick, Coventry, UK
by A. Kadir Bahar Atilla Ozdemir Yasemin Sipahi Zülal Melek a Department of Educational Psychology, University of Georgia, Athens, USAb Faculty of Education, Süleyman Demirel University, Isparta, Türkiyec School of Education, Iowa State University, Ames, USAA. Kadir Bahar, PhD, is an associate professor in the Department of Educational Psychology at the University of Georgia. His research focuses on creativity and talent development, specifically mathematical talent and creativity, problem solving, and equity and excellence gaps in advanced academics.Atilla Ozdemir, PhD, is an assistant professor in the Department of Mathematics and Science Education at Süleyman Demirel University in Türkiye. His research interests include educational measurement and evaluation, and technology in mathematics education.Yasemin Sipahi is a PhD candidate in the Department of Educational Psychology at the University of Georgia, where she serves as a research assistant in the Gifted and Creative Education Program. Her research focuses on mathematical giftedness, mathematical creativity, and problem solving.Zülal Melek is a PhD candidate in Educational Technology at Iowa State University, where she is also pursuing a co-major in Human–Computer Interaction. Her research focuses on creative teaching in K–12 mathematics, teacher creativity, and the use of digital technologies to support innovative mathematics instruction.
by Kristoffer Lidén Carsten Wieland Peace Research Institute Oslo (PRIO), Oslo, Norway
by William Nava
by Andrzej Krawiec Faculty of Composition, Interpretation and Music Education, The Krzysztof Penderecki Academy of Music, Krakow, Poland
by Y. Sandy Berkovski
by Michael Bycroft University of Warwick, Coventry, UK
by Jared Warren
by Andreas Beyer Gregersen Andreas Beyer Gregersen is currently post doc at Aalborg University as part of the Horizon Europe-project YOU-DARE (2025-2028). Gregersen completed his PhD at Aarhus University in 2023 with a thesis in political philosophy on the concept of civility. He has also been part of the Horizon Europe-project FIERCE (2022-2025) as post doc, studying the dynamic between feminist and antifeminist as well as anti-gender movements across Europe. His current research interests are social movement dynamics, gender politics, and feminist/antifeminist movements.
by Taylor Carman Barnard College, USA
by Noah Betz‐Richman, Elisabeth Camp, Ethan Nowak
by Junjie Huang Manon Mulckhuyse Department of Cognitive Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands
by Daniel Lee
by Abbas Jong Institute of Islamic Studies, Freie Universität Berlin, Berlin, Germany
by Fellipe do Vale170759Doctrine and Ethics, Trinity College, Bristol, UK
by Sinan Dogramaci, Simon Goldstein, John Hawthorne, Miriam Schoenfield
by Samuel Garrett Zeitlin Department of History, University College London, London, UK
by Shang Long Yeo, Sebastian Porsdam Mann, Brian D. Earp, Julian Savulescu
by Carlo Brentari Department of Humanities, University of Trento, Trento, Italy
by Arthur R. Obst Institute for Climate & Sustainable Growth, The University of Chicago, Chicago, IL
by Caroline Hallowes Department of Psychology, University of Huddersfield, Huddersfield, UK
by Dana Al-Zoebi Omar F. Khabour a Department of Clinical Pharmacy, Faculty of Pharmacy, Jordan University of Science and Technology, Irbid, Jordanb Department of Medical Laboratory Sciences, Faculty of Applied Medical Sciences, Jordan University of Science and Technology, Irbid, Jordan
by Johanna Wiisak, Riitta Suhonen13254Laurea University of Applied Sciences, Vantaa, Finland2Department of Nursing Science, 8058University of Turku, Turku, Finland3Turku University Hospital, Wellbeing Services County of Southwest Finland, Turku, Finland
by Daniel A. Wilkenfeld1Department of Acute and Tertiary Care, 16144University of Pittsburgh School of Nursing, Pittsburgh, PA2Center for Philosophy of Science, University of Pittsburgh, Pittsburgh, PA, USA3Department of History and Philosophy of Science, University of Pittsburgh, Pittsburgh, PA, USA4Institute of Bioethics, University of Pittsburgh, Pittsburgh, PA, USA
by Óscar Andrés Molina, Sara Bandrés, Pilar Pinto Pastor, Gerardo de Vega González, Benjamín Herreros1Department of Law and International Relations, School of Social Sciences, 16740Universidad Europea de Madrid, Madrid, Spain2Francisco Vallés Clinical Ethics Institute, Madrid, Spain3Department of Legal Medicine, Psychiatry and Pathology, Faculty of Medicine, 70697Complutense University of Madrid, Madrid, Spain
by Tove Stenman, Ylva Rönngren1Department of Health Sciences, Nursing Science, 90835Mid Sweden University, Östersund, Sweden2Department of Health Sciences; Nursing Science, 6311Mid Sweden University, Sundsvall, Sweden
by Christopher Carter University of Cincinnati
by Jennifer A. Jackson Department of Communication, Otterbein University, Westerville, OH, USA
by Antoine Haywood University of Florida
by Ron Mallon
by George Letsas Philosophy of Law, University College London (UCL), London, UK
by Nicolaos Stavropoulos Law and Philosophy, University of Oxford, Oxford, UK
by Niko Kolodny Department of Philosophy, University of California, Berkeley, CA, USA
by Shuk Ying Chan Department of Political Science, University College London, London, United Kingdom
by Euan Allison Han van Wietmarschen a Faculty of Philosophy, Philosophy of Science and Religious Studies, Ludwig Maximilian University of Munich, Munich, Germanyb Department of Philosophy, University College London, London, UK
by Jeff King Faculty of Laws, University College London, London, UK
by Elsa Kugelberg Nuffield College, University of Oxford, Oxford, UK
by Virgilio A. Rivas College of Arts and Letters, Polytechnic University of the Philippines, Manila, Philippines
by Yuemeng Feng Brent Yan a School of Foreign Languages, Hebei Normal University, People’s Republic of Chinab School of Foreign Languages, Shandong University of Political Science and Law, People’s Republic of China
by Callum MacRae
by Colin M. Macleod
by Deevia Bhana Rabia Rizvi School of Education, University of KwaZulu-Natal, Durban, South AfricaDeevia Bhana, the South African Research Chair in Gender and Childhood Sexuality at the University of KwaZulu-Natal, examines sexualities in the young life course. Among her recent books are Gender and Young People's Digital Sexual Cultures (Palgrave Macmillan 2025) and Girls and the Negotiation of Porn in South Africa: Power, Play and Sexuality (Routledge 2023).Rabia Rizvi, a postdoctoral fellow at the University of KwaZulu-Natal, writes on young people, gender and sexuality. Among her recent publications is ‘“Cover up”: girls, gender and dress codes in a boarding house’, co-authored with Deevia Bhana (Journal of Gender Studies 2026).
by Michele Mangini Dept. of Law, University of Bari, Bari, Italy
by William Lucy Law School, Durham University, Durham, UK